1. Developing an Online Credit-Bearing Information Fluency Course: Lessons Learned Rebecca Blakiston Yvonne Mery Leslie Sult University of Arizona Libraries LOEX Annual Conference 2009 Albuquerque, NM

2. Background History of the UA Library Instructional efforts New opportunities the Skillful Researcher course presented Partnering with campus units Moving our instructional efforts forward Ability to assign grades

3. Curriculum Development How we created the course – Short timeline Use of ACRL Standards – Adapted standards into “student” language ACRL Standard #1, Performance Indicator 1.D: Defines or modifies the information need to achieve a manageable focus Course Objective: Narrows a research topic so that it is appropriate for an assignment

4. Modules and Objectives Module 1 – The World of Information Identify different types of information resources and their unique characteristics Select the best resources for particular research needs Locate different services and resources via the Library’s website Module 2 – Focusing Your Topic Narrow a research topic so that it is appropriate for an assignment Create research questions based on a research topic Describe several major issues of a research topic Module 3 – Database Basics Select keywords Use keywords to create search strings Apply keywords and search string skills to a library database search Module 4 – Choosing the Best Resources Analyze citations and abstracts Use citations and abstracts to select the best article for a given topic Module 5 – Avoiding Plagiarism Recall the consequences of violating the campus plagiarism policy Identify plagiarism Choose strategies to avoid plagiarism Know how to paraphrase a short passage correctly Learn the basics of the MLA Citation style Module 6 – Final Assignment Assemble an annotated bibliography

5. Development of Assignments Challenge of balancing good instructional practices against time limitations of instructors

6. Materials Development Selecting content creation software

7. Pitfalls of E-learning Common pitfalls to avoid – Focus on technology – Transfer of materials – PowerPoint dependence Instead, focus on pedagogy

8. Active Learning – Engagement with content, materials, and others – Application and incorporation to lives, studies – Activate schemata – Discussions – Interactivity: games, quizzes, self-assessments

9. Learning Styles Smart graphics, diagrams, pictures Narration, lectures Scannable text, written discussions Interactive tutorials

10. Discussions Why? – Builds community – Collaboration How? – Social prompts – Academic prompts – Extrinsic motivators: grades – Provocative questions – Instructor participation

11. The Course

12. Implementation 5-week course, multiple sections, 25+ students each

13. Implementation Tasks & responsibilities – Technology issues – Student communication

14. Implementation Utilizing Graduate Assistants (GAs) New model for managing the course

15. Assessment Informal mechanisms – Librarians, Grad Assistants & Students Formal mechanism – Teacher/Course Evaluation

16. Assessment Feedback: Course content Navigation Workload

17. Assessment Modifications – Restructuring to 6-week – Downsizing Module 3 – Redesigning interface

18. Conclusion

19. Special Thanks To Keith Rocci: Former UA advisor, guiding force behind the Skillful Researcher, and current librarian at Washburn University.